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Introduction

We live in a world of ever-increasing inter-dependency on the earth and on our fellow
"travelers". At a time when many students spend so much time away from the natural
environment, I have designed a WebQuest to get them in touch with how three artists
working in very different styles have found a "voice" to speak to the world about our relationship and responsibility to the earth. This lesson was designed for an art class, but I can easily see it being developed into an intracurricular unit.

Learners

This lesson was designed to by used by high school students. It could easily be modified to become appropriate for other age groups and other disciplines.

Curriculum Standards
Indiana State Board of Education

Responding to Art: History
H.1.2 Proficient: Identify iconography in an artist's work or a body of work and analzye the meaning.
Responding to Art: Criticism
H.3.1 Proficient: Analyze the effective use of symbols, elements, principles, and media in works of art.
          Advanced: Analyze how the visual organization or the work affects the   communication of ideas and suggest alternatives
H.3.2 Proficient: Construct well-supported interpretations of works of art using problem solving and critical inquiry.
H.3.3.Proficient and Advanced: Use appropriate art terminology when discussing their own works and the works of others.
Creating Art: Production
H.7.2 Proficient:   Make informed choices about specific subject matter or concepts and defend those choices when given a range of objects or spaces
         Advanced: Select subject matter, symbols, and ideas to communicate personal statements and describe the origin of symbols and why they are of value in artworks.
H.7.3 Advanced: Borrow symbols from art and describe the origin, function, and value of these functions in their personal work.
H.9.1 Proficient: Create works that demonstrate skill and understanding of different media, processes, and techniques.

Process

1. Students will be divided into three groups.

2. In order to set up a background for the study and to "bond" the group, students will read the two assigned articles. After reading the articles, they will discuss what they have read and write a short group summary of them.

3. Each group will then pick one of the three artists chosen for the study and use the guidelines provided to analyze the artwork. They will write a summary of the work of that particular artist and have that and some visual examples of the artist's work for discussion.

4. At this time, students will have created 3 written papers as a group. This will count for 40% of the grade on this project.

5. After the research on the artists, all of the students will come together again as a group to share and discuss what they have learned about their particular artist.

6. Students will then compare and contrast the work of these three artists on an individual basis. Each student will write their own paper and it will be worth 30% of the grade.

7. As a final step, students will be asked to create a work of art in the style of (but NOT copying) one of these three artists.

8. The project will culminate in the presentation and explanation of their work to the group.

Resources

I have provided a general list of websites in the student pages. You might want to add or subtract from this list depending on the age and background of your students.

Evaluation

I have provided an evaluation to help guide the students through the project. This way they will know what is expected of them. This rubrick can easily be modified to suit your needs. Teachers might also ask students for input on what they think would be the best evaluation process for the task(s) assigned.

Conclusion

I hope you and your students find this WebQuest both useful and enjoyable! It is a good way to look at how artists react visually to the world around them.

Created by: Marianne Darling Ballenger 27 February 2002